Transfer of learning refers to the application of knowledge, skills and attitudes gained in the training environment to the job context. Considering the significance of training transfer for target employees and trainees to develop professional knowledge and skills, extensive research has been conducted to identify key components of promoting the positive transfer of training. Training design has been identified as one significant construct in the training transfer process. Two major training design factors such as content design & instruction design play important role in transfer of training.

Content design refers to the relevance of training content, including training perspectives, materials and practices. The training content should be generally relevant to the transfer task as well as the job context. The training design construct consisted of six components, including personal capacity to transfer training, training content, opportunities of applying knowledge, transfer design, training curriculum and transfer effort performance. Instruction design refers to the application of instructional strategies and practices during the training. Designing and providing effective training experiences were signiûcantly associated with the training quality.

In addition to the content relevance, specific training strategies such as practice and feedback, behavioral modeling and error-based examples are strongly associated with the training transfer.

Further, effective training strategies and practices including instruction of error management. Real-world examples and practice-oriented tasks are required for positive transfer of learning. Training design that links learning with individual performance provides high transfer of learning among individuals. Trainees’ motivation has been considered as one of the factors that influence transfer of learning. The skills, knowledge and abilities acquired through training will not be applied to work if the motivation is not there. The work environment influences the transfer of training both directly and indirectly. There is a positive relationship between the work environment and training transfer with support from organization, supervisor and peer. Thus, the signiûcance of training design, trainee characteristics, working practices and work environment facilitate transfer of knowledge and skills learned from training.

This issue of the Training and Development journal presents research papers, focused on different emerging issues in management and research. The readers will find the inputs valuable and enriching. The Editorial Board of the journal looks forward to the valuable suggestions from the readers for improving the quality of the articles. The Board sincerely acknowledges the contributions made by the learned authors and thanks the readers for their interest.

Looking forward to your continued support in the journey of excellence.